Paving the Way:
Understanding the Process of
Quality Curriculum Mapping
Alexander County Schools
January 2012
Overview
Where are we now?
Where are we going?
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Preparing for the Day
Great deal of
information
Feel free to ask
questions and ask
for clarification
Goal: Ensure your
understanding of
best curriculum
mapping practice
Initial Question:
Use stickies – what
do you know about
Curriculum Mapping
Four Clear Learning Targets
I can explain stages 1
and 2 of the
curriculum mapping
process.
I can design a plan to
support our
curriculum mapping
process.
I can identify potential
pitfalls in the mapping
process and know
how to help teachers
avoid them.
I can use a variety of
tools and strategies to
ensure our district
builds quality
curriculum maps.
Leadership is…
• the key to successful change.
• critical to sustaining the efforts of the work
teams.
• necessary to ensure goals, tasks, and
deadlines are met.
• paramount to ensuring work teams get
clear, specific, and critical feedback and
have an opportunity to make adjustments
to their work.
Suggested Support Documents
“To begin with the end in mind means
to start with a clear understanding of
your destination.
It means to know where you’re going
so that you better understand where
you are now so that the steps you take
are always in the right direction.”
-Stephen R. Covey –
-The Seven Habits of Highly Effective People
Heidi Hayes Jacobs:
What year are we preparing our students for?
Think-Pair-Share with Partner
• What observations did you have while
watching this talk?
• Paradigm Shift
• What will it take to get to the point of
developing curriculum as Jacobs
suggests?
What do
you do
first?
How do you
design a
learning
experience
for students?
What do
you do
last?
What do
you do
next?
What is backward design?
• Creating curriculum based on deep
understanding, engagement, uncovering
answers, and inquiry rather than
developing lessons and units around…
– Resources (Textbook Crutch)
– Activities
– Covering the Material
Eye-Opening Moments
Without Backward Design..
• Standards and goals are
not driving the planning
process
• Integrity of the standards
may not be upheld.
• Instruction is designed
around materials and
resources available
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3&h=111&ei=2I0ET9HFE8ectwfzxojRBg&zoom=1&iact=hc&vpx=1164&vpy=234&dur=1095&hovh=88&hovw=122&tx=72&ty=24&sig=11473090012710191837
4&page=5&tbnh=88&tbnw=122&start=82&ndsp=19&ved=1t:429,r:5,s:82
Grant Wiggins Quotes Mae West
“If it is worth
doing, it is worth
doing slowly.”
Backward design
takes time.
Backward design
takes support.
What steps are you
taking to ensure
teachers truly
understand the
standards?
Unpacking Standards: “Top Down”
Method
Exercises to Support Deep
Understanding
• Ensure that teachers to consider the intent
of the standards
• Facilitate conversations with other
teachers to help reduce misconceptions
• NCES
• CCSS
http://www.google.com/imgres?q=collaboration&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=iWwNZpAHR8ZSyM:&imgrefurl=http://www.thevarguy.com/2011/04/13/visual-collaborationthe-next-var-opportunity-arrives/&docid=caP-BUJSvM5wOM&imgurl=http://www.thevarguy.com/wpcontent/uploads/2011/04/collaboration.jpg&w=371&h=323&ei=IpgET9bZMYeXtwf82f20CA&zoom=1&iact=hc&vpx=331&vpy=322&dur=320&ho
vh=209&hovw=241&tx=129&ty=96&sig=114730900127101918374&page=1&tbnh=139&tbnw=143&start=0&ndsp=19&ved=1t:429,r:7,s:0
Initial Thoughts
+
∆
?
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rLtgfCvu3PBg&zoom=1&iact=rc&dur=364&sig=114730900127101918374&sqi=2&page=1&tbnh=134&tbnw=123&start=0&ndsp=24&ved=1t:429,r:15,s:0&tx
=83&ty=49
Understanding Backward
Design
Three Stages of Design
Three Stages of Backward Design
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence that
Students have Achieved Desired Results
Stage 3: Plan Learning
Stage 1: Identify Desired
Results
• What overarching understandings are
desired?
• What are the overarching essential
questions?
• What will students know and be able to do
as a result at the end of this lesson/unit?
Understanding Stage 1
Four Elements of Stage 1
Established Goals
Transfer
Meaning
Acquisition
Established Goals
• North Carolina
Standard Course of
Study
– Common Core State
Standards
– North Carolina
Essential Standards
Transfer…
• states the long-term accomplishments
students should be able to do with knowledge
and skill, on their own
• establishes relevance and answers the questions
“Why?” and “What can you do with this?”
• refers to enduring understandings.
Big Ideas
• Transferable concepts, principles, and
theories that should serve as the focal
point or heart of the curricula, instruction,
assessment.
http://www.google.com/imgres?q=big+ideas&hl=en&client=firefox-a&hs=ltX&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=2Nq_lCROnMreyM:&imgrefurl=http://isedphistory.wordpress.com/2011/01/08/big-idea-andessentialquestions/&docid=Lu5Qd3w3quOpTM&imgurl=http://daveferguson.typepad.com/photos/uncategorized/big_idea_7.JPG&w=300&h=300&ei=tRkHT5WYFs
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&tbnw=150&start=0&ndsp=22&ved=1t:429,r:3,s:0
Goal + Transfer
Established Goals are
our North Carolina
Standard Course of
Study Standards
Enduring Understanding
“Understanding is the ability to transfer
learning to new, different and unique
experiences.” - Grant Wiggins
Choose a unit
plan.
What is the
significance of the
transfer goals in
this plan?
How can you help
teachers create
transfer goals in
their standards?
Enduring Understandings…
• frame the big ideas that give
meaning and lasting importance
discrete curriculum elements as
facts and skills
• can transfer to other fields as
well as adult life
• provide a conceptual
foundation for studying the
content area
http://www.google.com/imgres?q=enduring+understandings&hl=en&client=firefox-a&hs=RKa&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=byB-uMq2rX93UM:&imgrefurl=http://www.eagleonline.org/inside-sas/curriculum-definesour-educational-goals/&docid=S8WT_HUHteQZ2M&imgurl=http://www.eagleonline.org/wp-content/uploads/2010/01/Snapshot-2009-12-15-05-50-36Small.jpg&w=640&h=591&ei=Mz4HT4qbAsm1twe_v6TRBg&zoom=1&iact=hc&vpx=183&vpy=308&dur=630&hovh=216&hovw=234&tx=134&ty=145&sig=
114730900127101918374&page=1&tbnh=145&tbnw=159&start=0&ndsp=18&ved=1t:429,r:6,s:0
Tool:
Identifying the Big Ideas
Putting it into Practice
Some Examples
Break: 10 minutes
http://www.google.com/imgres?q=take+a+break&num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=5Dl6vzH5ZOrKlM:&imgrefurl=http://cu
stomevaluation.com/blog/%3Fp%3D173&docid=2PAe-P90tzOPTM&imgurl=http://customevaluation.com/blog/wpcontent/uploads/2010/07/take_a_break.jpg&w=250&h=188&ei=cCwLT6bBKNHbtwf1udHMDw&zoom=1&iact=rc&dur=494&sig=11473090012710191
8374&sqi=2&page=1&tbnh=130&tbnw=173&start=0&ndsp=20&ved=1t:429,r:5,s:0&tx=114&ty=29
From Transfer to Meaning
What is meaning?
Transfer
Use of learning to make decisions, evaluate information,
recognize patters long after learning content
Depends on meaning-making
Meaning
Content-specific understanding that leads to transfer
Meaning…
• is derived from content-specific
information inherent in the specific
standards being taught
– an important generalization,
– a new insight
– a useful realization
• makes sense out of prior
experience or learning that was
either fragmented or puzzling.
http://www.google.com/imgres?q=understanding&num=10&hl=en&client=firefox-a&hs=oQx&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=rZVL5lOh-6dPdM:&imgrefurl=http://blog.architexa.com/2011/07/a-detailed-study-on-understandingcode/&docid=tz2KEHp36cOvmM&imgurl=http://blog.architexa.com/wp-content/uploads/2011/07/understanding-thebrain.jpg&w=305&h=417&ei=yWIHT9bCoyltwfAsJTQBg&zoom=1&iact=hc&vpx=172&vpy=149&dur=37&hovh=263&hovw=192&tx=118&ty=122&sig=114730900127101918374&sqi=2&page=
1&tbnh=131&tbnw=96&start=0&ndsp=21&ved=1t:429,r:0,s:0
Goals + Transfer + Understandings
Putting it into Practice
Some Examples
What can you do to help
teachers understand
how to distinguish
enduring understandings
from important
knowledge and skills?
Building Essential Questions
Working Definition of EQ
• Think-Pair-Share
– Define Essential Question
• After viewing this short
video, revisit your definition.
• How does what we have
discussed regarding
“transfer” and “meaning”
impact your definition?
Connect the curriculum to
actual concerns that young
people face
Are always open-ended
Have no simple “right” answer
Address the conceptual or
philosophical foundations of a
discipline
Raise other important
questions
Misconception Alert
Essential Questions
• In what ways does art
reflect culture as well as
shape it?
• How do effective writers
hook and hold their
readers?
• How do organisms
survive in harsh or
changing environments?
Topical Questions
• What do masks and their
use reveal about Mayan
culture?
• How do great mystery
writers hook and hold
their readers?
• How do insects survive
when their environments
change?
Establish
relevance
Focus on key
transferrable
concepts implicit
in the curriculum
Sustain Student
Inquiry
ESSENTIAL QUESTIONS
Initiate creative
and critical
thinking
Provide a clear
focus for the
lesson or unit
Each student brings…
Essential
Concept
Specific
Topic
EQ Activity
Evaluate each
question based on
the criteria for
Essential
Questions.
Which
questions are
essential?
Quiz: EQ or Not
Work with Partner
Answer “Y” or “N”
How do we create EQs out of nonEQs?
EQs
• Which President of the United States has
had the most disappointing legacy?
• What is healthful living?
• To what extent are science and common
sense related?
• What do you suppose would happen if we
took away all television?
• How can our nation best handle the influx
of immigrants?
Revised EQs
• Who were the real winners
and losers of the Civil War?
• Are Toad and Frog really
friends?
• What are copyright laws
governing new
technologies?
• Why was the Magna Carta
important?
• How do insects survive so
well?
• Why do you suppose the
character in the story
decided to abandon his
friend?
• Who are the real winners
and losers in war?
• Who is a true friend? How
will you know?
• How should the copyright
laws be adjusted to take into
account the impact of new
technologies?
• What qualities guarantee
that a political document
endures over time?
• In nature, do only the strong
survive? What is “survival
strength”?
• Why do some friendships
end?
Unrevised Questions
• What are the
characteristics of the
organic molecules?
Essential
Concept
Specific
Topic
Tips
• Use transfer and
understandings to develop
EQs.
• Use a reasonable number of
questions per unit – 2-5.
Less is more.
• Frame questions in studentfriendly language.
• Post EQs in the classroom
and encourage students to
revisit them in multiple ways
throughout the unit.
• Help students personalize the
questions.
• Allot sufficient time for
“unpacking “ the questions
with students.
• *Design assessment tasks (up
front) that are explicitly linked
to the questions.
• *Share questions with other
teachers to make crosscurricular connections.
• Use pages 88-193 in UbD
workbook to support your
work.
Adding the Essential Questions
Putting it into Practice
Some Examples
Break: 10 minutes
http://www.google.com/imgres?q=take+a+break&num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=5Dl6vzH5ZOrKlM:&imgrefurl=http://cu
stomevaluation.com/blog/%3Fp%3D173&docid=2PAe-P90tzOPTM&imgurl=http://customevaluation.com/blog/wpcontent/uploads/2010/07/take_a_break.jpg&w=250&h=188&ei=cCwLT6bBKNHbtwf1udHMDw&zoom=1&iact=rc&dur=494&sig=11473090012710191
8374&sqi=2&page=1&tbnh=130&tbnw=173&start=0&ndsp=20&ved=1t:429,r:5,s:0&tx=114&ty=29
Acquisition of Knowledge and Skill
Be able to KNOW be SKILLED
at…
Knowledge (Declarative)
What we want
students to know:
• Vocabulary
• Definitions
• Concepts
• Laws, Formulas
• Key facts
• Critical details
• Sequence & timelines
Grant Wiggins, Jay McTighe, Understanding by Design, 2004
Skills (Procedural)
What we want
student s to be skilled at:
• Decoding, computation
• Communication skillslistening, speaking, writing
• Thinking skills – compare,
infer, analyze
• Research – inquiry,
investigate
• Study Skills – note taking
• Group skills
Acquisition: Building Blocks for
Meaning-Making and Transfer
Facts
Using
Tools
Discrete
Skills
Vocabulary
Basic
Concepts
The Challenges
• Avoid arbitrary facts or definitions that do
not contribute to understanding
• Only place in Stage 1 what you intend to
access and teach explicitly – not what just
gets mentioned
Tip: Some find it helpful to state knowledge
goals as recall questions students should be
able to answer on their own by unit’s end.
Putting it into Practice
Some Examples
How will you
support teachers
as they implement
Stage 1?
Stage 1
Feedback
Tool
Stage 1 Question
How will Stage 1
(Identifying Desired
Results) shape your
work with teachers?
Planning Time
• Let’s use the next 30-45 minutes to plan
your next steps in terms of Stage 1.
http://www.google.com/imgres?q=stop&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=Vgyx3BKJV1ajDM:&imgrefurl=http://sociablesusan.blogspot.co
m/2011/01/stop-stopping-yourself.html&docid=6AVY8XnUSNWA9M&imgurl=http://4.bp.blogspot.com/_mQqQAcrZaA/TTOZWTLFYHI/AAAAAAAACUo/AanVLLJ6XYA/s1600/Stop_hand.png&w=512&h=512&ei=wDcLT5bkEIultwft4PD4CQ&zoom=1&iact=rc&dur
=405&sig=114730900127101918374&page=1&tbnh=132&tbnw=132&start=0&ndsp=22&ved=1t:429,r:1,s:0&tx=71&ty=62
Break: 10 minutes
http://www.google.com/imgres?q=take+a+break&num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=5Dl6vzH5ZOrKlM:&imgrefurl=http://cu
stomevaluation.com/blog/%3Fp%3D173&docid=2PAe-P90tzOPTM&imgurl=http://customevaluation.com/blog/wpcontent/uploads/2010/07/take_a_break.jpg&w=250&h=188&ei=cCwLT6bBKNHbtwf1udHMDw&zoom=1&iact=rc&dur=494&sig=11473090012710191
8374&sqi=2&page=1&tbnh=130&tbnw=173&start=0&ndsp=20&ved=1t:429,r:5,s:0&tx=114&ty=29
Stage 2: Evidence
Think Like an Assessor
Assessment vs. Evidence
• What’s the
difference?
• Think-Pair-Share
• Evidence is…
– collected over time
instead of a single
event
– ongoing and
frequent to catch
misunderstandings
in the early stages
– Includes a wide
range of different
types of
assessments
Three Basic Questions
1) What kinds of evidence do we need to find hallmarks
of our goals, including that of understanding?
2) What specific characteristics in the student
responses, products, or performances should we
examine to determine the extent to which the desired
results were achieved?
3) Does the proposed evidence enable us to infer a
student’s knowledge or understanding?
Collection of Evidence Assessment
Pre-Assessment is Important
Complete the Sources of Assessment Evidence:
Self-Assessment
What patterns do you notice?
What generalizations can you make about
assessment in your classroom, school, or district?
Understanding Stage 2:
Evidence
http://www.google.com/imgres?q=think+clipart&start=484&num=10&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=4IlRKZhxKjkC6M:&imgrefurl=http://fidolew.blogspot.com/2010_08_01_archive.html&docid=APUIdeRwTl6jrM&imgurl=http://2.bp.blogspot.com/_bP5JHTTWjIM/THnkNQvZDhI/AAAAAAAAArA/rLbUp
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114730900127101918374&sqi=2&page=23&tbnh=109&tbnw=158&ndsp=22&ved=1t:429,r:12,s:484
Changing the Paradigm about
Quality Evidence and Assessment
http://pics.blameitonthevoices.com/s.php?f=102010&p=test.jpg
Brain Dump
• What are the characteristics of a quality
assessment?
http://www.google.com/imgres?q=brain+dump&hl=en&client=firefox-a&hs=27E&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=uYAemdwwqbvTkM:&imgrefurl=http://knektus.wordpress.com/2011/03/06/not-alzheimersjust-overload/&docid=cuOLDoEoKCVR4M&imgurl=http://knektus.files.wordpress.com/2011/03/braindump.jpg&w=300&h=200&ei=H9kKT8fRFNCutweUs7TQBg&zoom=1&iact=rc&dur=524&sig=114730900127101918374&page=3&tbnh=129&tbnw=193&star
t=39&ndsp=19&ved=1t:429,r:3,s:39&tx=97&ty=28
Quality assessments are
tasks that require
students to demonstrate
their understanding of the
Transfer and Meaning
elements of Stage 1.
Stage 2: Assessment and Evidence
• To what extent do the assessments provide
valid, reliable and sufficient measures of the
desired results?
– What will students do to show they understand?
– What is the most appropriate assessment(s)
method?
Tip: The “Digging In” Tool could be revisited at this point to determine
how teachers perceived the best way to assess the standards. A
comparison of initial thoughts and the information in the Transfer and
Meaning sections will provide direction for next steps.
Reflect and Share
• What does this quote mean to you?
“Think like an assessor, not an activity
designer.”
Reframing Assessment
Review strips
with a
partner
Does the strip
provide a
characteristic
of thinking like
an assessor
or activity
designer?
Sort
strips
Thinking Like an Assessor
Thinking Like a Activity
Designer
What would be sufficient evidence What would be interesting and
of understanding?
engaging activities on this topic?
What performance tasks must
anchor the unit and focus the
instructional work?
How will I be able to distinguish
between those who really
understand and those who don’t
(though they may seem to)?
What resources and materials are
available on this topic?
Against what criteria will I
distinguish work?
What misunderstandings are likely?
How will I check for those?
How will I give students a grade and
justify it to parents?
Did the activities work? Why or
why not?
What will students be doing in and
out of class? What assignments will
be given?
Review
• Why is it important to think like an
assessor and not an activity
designer?
Six Facets of Understanding
UbD Facet
Description
Explanation
Sophisticated explanations and theories
Interpretation
Interpretations, narratives, and translations
Application
Use knowledge in new situations and contexts
Perspective
Critical and insightful points of view
Empathy
Ability to get inside another person's feelings
Self-knowledge
To know one's ignorance, prejudice, and understanding
Mach 2005
Facet 1: Explanation
Impact on Instruction
• Students need to express
the “big picture” or “big
idea” in their own words.”
Criteria
• Accurate
• Coherent
• Justified
• Systematic
• Predictive
http://www.google.com/imgres?q=explain+clipart&hl=en&client=firefox-a&hs=9jf&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=j84zFgquNWOCFM:&imgrefurl=http://ticketbud.com/blog/category/organizingpeople/&docid=dcEEMAAGyz27yM&imgurl=http://blogs.msdn.com/blogfiles/willypeter_schaub/windowslivewriter/vstsrangersprojectsmigrationguidance_9a3c/clipart_of_27038_smjpg_2.jpg&w=480&h=480&ei=IfwJT7CFJNGgtwfN9PA
Q&zoom=1&iact=rc&dur=311&sig=114730900127101918374&page=9&tbnh=138&tbnw=146&start=174&ndsp=21&ved=1t:429,r:20,s:174&tx=71&ty=86
Facet 2: Interpretation
Impact on Instruction
• Students need to have
opportunities to make
sense of stories, art, data,
situations, etc.
Criteria
• Meaningful
• Insightful
• Significant
• Illustrative
• Illuminating
http://www.google.com/imgres?q=student+thinking+clipart&hl=en&client=firefox-a&hs=sDL&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=vdMfbMhxAOZrKM:&imgrefurl=http://problemfinding.labanca.net/tag/situatedcognition/&docid=UvUkQjNt2b6dZM&imgurl=http://problemfinding.labanca.net/wp-content/uploads/2009/12/sbpuzzled300x276.jpg&w=300&h=276&ei=Uf4JT4NAgp3B7rZ3c8G&zoom=1&iact=rc&dur=628&sig=114730900127101918374&page=4&tbnh=141&tbnw=153&start=71&ndsp=22&ved=1t:429,r:3,s:71&tx=58&ty=
81
Facet 3: Application
Impact on Instruction
• Students must use their
knowledge and skills in new
situations.
Criteria
• Effective
• Efficient
• Fluent
• Adaptive
• Graceful
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2&tbnw=163&start=0&ndsp=22&ved=1t:429,r:0,s:0
Facet 4: Perspective
Impact on Instruction
• Students need
opportunities to see things
from different points-ofview, articulate the
opposing side of an issue, or
take a critical stance.
Criteria
• Credible
• Revealing
• Insightful
• Plausible
• Tactful
http://www.google.com/imgres?q=global+perspective+clipart&hl=en&client=firefox-a&hs=1IL&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=AupLc76xhZtzsM:&imgrefurl=http://blogs.msdn.com/b/willy-peter_schaub/archive/2010/02/23/mvp-globalsummit-from-a-rangers-perspective.aspx&docid=vOHJRMFvOtSPHM&imgurl=http://blogs.msdn.com/blogfiles/willypeter_schaub/WindowsLiveWriter/MVPGlobalSummitfromaRangersperspective_D4A9/CLIPART_OF_15186_SM_2.jpg&w=480&h=480&ei=kP8JT9XkI8yltwep
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48&start=0&ndsp=19&ved=1t:429,r:1,s:0
Facet 5: Empathy
Impact on Instruction
• Students demonstrate
empathy when they can
appreciate people who
think and act differently
from themselves.
Criteria
• Sensitive
• Open
• Receptive
• Perceptive
• Tactful
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&start=0&ndsp=21&ved=1t:429,r:10,s:0
Facet 6: Self-Knowledge
Impact on Instruction
• Students self-assess their
past as well as their future.
Criteria
• Self-aware
• Meta-cognitive
• Self-adjusting
• Reflective
• Wise
http://www.google.com/imgres?q=aura+clipart&hl=en&client=firefox-a&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=JJhtqyOrALRrLM:&imgrefurl=http://cute-pictures.blogspot.com/2011/03/spiritual-illustrationsmeditation.html&docid=DF-UxyNilMwuNM&imgurl=https://lh6.googleusercontent.com/-jCx5hgjtZ4s/TXemchAIKiI/AAAAAAAAGs/TVCBuSO39iU/21%252Blearn_to_see_your_aura_%252B%25252528www.cutepictures.blogspot.com%25252529.jpg&w=300&h=343&ei=5gIKT7bLIM2ItwfDsrCSBQ&zoom=1&iact=hc&vpx=696&vpy=311&dur=2926&hovh=2
40&hovw=210&tx=116&ty=153&sig=114730900127101918374&page=9&tbnh=134&tbnw=117&start=173&ndsp=22&ved=1t:429,r:10,s:173
Rubric for the Six Facets of
Understanding
Electricity Activity
• Use the six facets of understanding and
the student tasks to complete the hexagon
graphic organizer.
http://www.google.com/imgres?q=electricity&hl=en&client=firefox-a&hs=IN1&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvnsb&tbnid=rESrye1eU8O4EM:&imgrefurl=http://sowrock.com/electricity/&docid=yq2H__lbUPzl
9M&imgurl=http://sowrock.com/electricity/electricity3.gif&w=550&h=500&ei=nwoKT4z6CInAtgeC3KDQBg&zoom=1&iact=rc&dur=310&sig=114730
900127101918374&page=1&tbnh=140&tbnw=154&start=0&ndsp=20&ved=1t:429,r:2,s:0&tx=61&ty=82
Transition
• I will add something here.
Predictable Concerns
TheBut
new we
standards
are
don’t
designed to encourage
know
what the
inquiry,
exploration,
and
enduring understandings.
test is going to
Our assessments must
reflect
these
goals.
look
like!
Our
old assessments
Why
can’t we may
just
not be aligned to the new
use theAnything
tests that
and
standards.
is
aligned
and is quality can
assessments
we
certainly be used or
already
have!
modified.
The new standards are
Thisclearer,
approach
fewer,
and deeper.
Bytakes
focusingtoo
on the
enduring
much
understandings, we can
develop
time!assessments
I have too
to help
students retain knowledge
muchforto
cover!
longer.
How will you
What else?
respond?
A Continuum of Assessments
Informal Checks
For
Understanding
Observations
And
Dialogue
Tests
And
Quizzes
Academic
Prompts
Performance
Tasks
• Pass the Page
– What is it?
– Examples
–+
–∆
Informal Checks
• Ongoing assessments used as part of the
instructional process.
Bell Ringers
and Tickets
Out the Door
Monitoring the
Back Channel
and Issues Bin
Thumbs, Fist
to Five
Polls and
Surveys
Graffiti Writes,
Brain Dump
Observations and Dialogue
Teacher
Questions,
Student
Questions
Pre- and PostQuestionnaire
Think-PairShare, FiveStep Partners
Socratic
Seminar
3-2-1, The Most
Important
Thing…, + ∆ ?
Body Language
Tests and Quizzes
Assess for factual
information,
concepts, and
discrete skills
Use selected
response
(true/false, multiple
choice, etc.)
Provide immediate
results
Are convergent,
typically having a
single best answer
How do teachers
use tests and
quizzes?
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730900127101918374&sqi=2&page=1&tbnh=156&tbnw=168&start=0&ndsp=18&ved=1t:429,r:3,s:0
Academic Prompts
Constructed
Responses under
School and Exam
Conditions
Open-Ended – No
Single Best Answer
Involve Analysis,
Evaluation, and
Creation of New
Ideas
Often “Ill-Structured,”
Requiring the
Development of a
Strategy
Typically Require an
Explanation or
Defense to the
Answer
Performance Tasks…
• Are not secure: The task, evaluative
criteria, and performance standards are
known in advance and guide student
work.
• Involve a real or simulated setting and
the kind of constraints, background
noise, incentives, and opportunities an
adult would find in a similar situation.
Why Performance Tasks?
http://www.google.com/imgres?q=performance+task&hl=en&client=firefox-a&hs=tnE&sa=X&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=YrUE8DqBoM79CM:&imgrefurl=http://wiki.bssd.org/index.php/August_610,_2007_UBD/DI_Teacher_Workshop&docid=qk9PRH01Ybz4gM&imgurl=http://wiki.bssd.org/images_up/f/f4/Learning_pyramid.png&w=684&h=491&ei=7p0J
T-jBG4_rtgeGNnRBg&zoom=1&iact=hc&vpx=1060&vpy=152&dur=27&hovh=190&hovw=265&tx=187&ty=68&sig=114730900127101918374&page=1&tbnh=136&tbnw=198
&start=0&ndsp=20&ved=1t:429,r:5,s:0
Performance Tasks
Typically require
students to
address an
identified audience
Are based on a
specific purpose
that relates to the
audience
Are generally
evaluated with a
complex rubric
Allow students
greater opportunity
to personalize the
task
Can address all six
facets of
understanding
Developing Performance Tasks
G – Goal
R – Role
A -- Audience
S – Situation
P – Product, Performance, and Purpose
S – Standards and Criteria for Success
How can you use
GRASPS and The
Six Facets to guide
the development of
quality assessments?
How will you support
teachers as they rethink
collection of evidence of
student understanding
in Stage 2?
Example
Review Samples
Putting it into Practice
Some Examples
Stage 2
Feedback
Tool
Planning Time
• Let’s use the next 30-45 minutes to plan
your next steps in terms of Stage 2.
http://www.google.com/imgres?q=stop&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=Vgyx3BKJV1ajDM:&imgrefurl=http://sociablesusan.blogspot.co
m/2011/01/stop-stopping-yourself.html&docid=6AVY8XnUSNWA9M&imgurl=http://4.bp.blogspot.com/_mQqQAcrZaA/TTOZWTLFYHI/AAAAAAAACUo/AanVLLJ6XYA/s1600/Stop_hand.png&w=512&h=512&ei=wDcLT5bkEIultwft4PD4CQ&zoom=1&iact=rc&dur
=405&sig=114730900127101918374&page=1&tbnh=132&tbnw=132&start=0&ndsp=22&ved=1t:429,r:1,s:0&tx=71&ty=62
What’s Next?
What will you do
next as a team? And
as an individual
leader?
What training,
materials, or support
do you need to
prepare teachers for
stages 1 and 2?
Sage Advice
•
•
•
•
Move slowly
Clear, specific directions
Ensure teams adhere to deadlines
Develop procedures and tools for
feedback on both your professional
development and on their work
• Use upcoming RESA Process Support
Days to your advantage
http://www.google.com/imgres?q=good+advice&start=21&num=10&hl=en&client=firefox-a&hs=8rc&rls=org.mozilla:enUS:official&biw=1366&bih=664&tbm=isch&tbnid=qSlhKJ4_XcEK_M:&imgrefurl=http://blog.sironaconsulting.com/sironasays/2009/03/ten-things-you-mustunderstand-when-looking-for-a-job.html&docid=6jYQGB6kBfngcM&imgurl=http://blog.sironaconsulting.com/.a/6a00d8341c761a53ef011168fc5d4c970c320wi&w=320&h=312&ei=xPcET5HSJIqWtweP1OTQBg&zoom=1&iact=hc&vpx=811&vpy=219&dur=542&hovh=222&hovw=227&tx=94&ty=130&sig=11473
0900127101918374&sqi=2&page=2&tbnh=135&tbnw=130&ndsp=21&ved=1t:429,r:11,s:21
Clear Learning Targets
I can explain stages 1
and 2 of the
curriculum mapping
process.
I can design a plan to
support our
curriculum mapping
process.
I can identify potential
pitfalls in the mapping
process and know
how to help teachers
avoid them.
I can use a variety of
tools and strategies to
ensure our district
builds quality
curriculum maps.
Next Steps…
Stage 3 for Professional Development
Leaders
Sneak Peek
Stage 3: Planning Learning
Experiences and Instruction
• What knowledge and skills are needed?
• What teaching and learning experiences
will equip students to demonstrate the
targeted understandings?
• Learning experiences and activities
should evolve ONLY after identifying
desired results and determining
acceptable evidence.
Evaluation
http://www.google.com/imgres?num=10&hl=en&gbv=2&biw=1366&bih=664&tbm=isch&tbnid=dgj_NRSMZKb4FM:&imgrefurl=http://www.toonp
ool.com/cartoons/KING%2520EXECUTIONER%2520EVALUATION%2520FORM_24867&docid=ZVYqQRYNzIeUnM&imgurl=http://www.toon
pool.com/user/997/files/king_executioner_evaluation_form_248675.jpg&w=500&h=357&ei=500LT_WRBs6TtwemlbzQBg&zoom=1&iact=hc&v
px=541&vpy=332&dur=3391&hovh=190&hovw=266&tx=138&ty=103&sig=114730900127101918374&sqi=2&page=1&tbnh=123&tbnw=172&st
art=0&ndsp=21&ved=1t:429,r:9,s:0
Contact Information
E-mail:
Skype:
Phone:
Blog:
Wiki:
heather.mullins@dpi.nc.gov
kimberly.simmons@dpi.nc.gov
waterlovers3
kimsimmons222
828.244.8759 (H)
828.406.9237 (K)
www.mullinshe.wordpress.com
www.rt3region7.wikispaces.com
A Resource for You: Taxonomy of
Computer-Based Assessments
References
Brookhart, Susan M. (2006). Formative assessment strategies for every classroom. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Brookhart, Susan M. (2009). Exploring formative assessment. Alexandria, Virginia: Association for
Supervision and Curriculum Development.
Brookhart, Susan M. (2008). How to give effective feedback to your students. Alexandria, Virginia:
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Brookhart, S., & D'Arcangelo, M. (2008). The power of formative assessment to advance learning.
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Framing Essential Questions. (1996). Retrieved September 23, 2009, from
www.fno.org/sept96/questions.html (2002). Writing essential questions. Retrieved August 1, 2008,
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Formative Assessment Workshop. (n.d.). Retrieved September 26, 2009, from
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McTighe, Jay. "Essential questions: Doorways to understanding." Northeast ASCD Affiliate Conference.
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Stiggins, R. , Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom Assessment for Student Learning:
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Westerberg, T. (2009). Becoming a great high school: 6 strategies and 1 attitude that make a difference.
Alexandria, Virginia: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2011). The Understanding by Design Guide to Creating High Quality Units.
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Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for Supervision & Curriculum
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